Research seminar lecture_8_mixed_methods_research
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This document provides an overview of mixed-methods research. It defines mixed-methods research as combining quantitative and qualitative data and approaches in a single study. It discusses key aspects of mixed-methods research including combining methods at all stages, combining depth and breadth, overcoming weaknesses of single methods, and ensuring a logical mixing of approaches. The document also outlines various mixed-methods research designs including concurrent, sequential, and dominant status designs. It provides examples of mixed-methods studies and discusses structuring research reports to effectively integrate and report quantitative and qualitative results.
Research seminar lecture_8_mixed_methods_research
- 1. 1 Research Seminar for Educational Sciences Prof. Dr. Chang Zhu Department of Educational Sciences Vrije Universiteit Brussel 1 Mixed-methods research Mixed methods research combines quantitative and qualitative approaches by including both quantitative and qualitative data in one study. Mixed research (another name) 2
- 2. 2 Mixed-methods research • Combine quantitative and qualitative methods at all stages of the data collection and analysis • Combines depth (qualitative) and breadth (quantitative) • Overcomes the weaknesses of both methods • Strengthens validity through triangulation 3 The fundamental principle of mixed research • The researcher should use a mixture or combination of methods that has complementary strengths and no overlapping weaknesses. • There is a logic why mixing quantitative and qualitative research approaches. • Mixing should be systematic and well thought out when planning and designing a research.
- 3. 3 Mixed-methods research designs Concurrent Sequential Equal Status QUAL + QUAN QUAL QUAN QUAN QUAL Dominant Status QUAL + quan QUAN + qual QUAL quan qual QUAN QUAN qual Quan QUAL qual→QUAN→qual 5 Mixed-methods research designs • A sequential time order: the qualitative and quantitative phases are conducted one after the other • A concurrent time order: the quantitative and qualitative phases occur at approximately the same time—parallel sub-studies. • The choice depends on if the results of one phase will be needed to inform the next phase and/or when the nature of the research questions requires that a phase occurs after or before another phase. A concurrent design can be done when both kinds of information are needed at roughly the same time.
- 4. 4 Mixed-methods research designs • QUAL quan model (Exploratory) • QUAN qual model (Explanatory) • QUAN-QUAL model/QUAL-QUAN model (Triangulation) • qual→QUAN→qual 7 Mixed-methods research designs • QUAL → quan model (Exploratory) Qualitative data are collected first and are more heavily weighted than quantitative data (phase I) An exploratory study comes first with observations or open-ended interviews to identify concepts or seek for understanding of a certain phenomenon. In a second phase, variables are identified from concepts derived from the qualitative analyses. In phase II, conducts survey or other quantitative methods to collect data; the validity of the qualitative results can be enhanced by the quantitative results 8
- 5. 5 Mixed-methods research designs • QUAN → qual model (Explanatory) Quantitative data are collected first and weighted more heavily than qualitative data (phase I) Based on the findings of the quantitative data, decides what type of qualitative data is needed in a second study/ phase 2 as a source of interpretation/explanation. The qualitative data analysis and interpretation can be used to help explain or elaborate on the quantitative results. 9 Main types of mixed research designs • QUAN-QUAL/ QUAL-QUAN model (Triangulation) equally weighted and are collected at the same time in the same study the strengths of one method offsets the weaknesses of the other method the fully integrated QUAN-QUAL approach is the most challenging analyze and discuss if the sources from quantitative and qualitative data revealed similar findings or not 10
- 6. 6 Main types of mixed research designs • qual→QUAN→qual • Dominant status sequential design • The quantitative paradigm is given major emphasis • The design occurs in three separate phases • A qualitative phase: exploratory qualitative information • A quantitative phase: primary research question is to be addressed by a quantitative approach • A qualitative phase: explanatory information Main types of mixed research designs • qual→QUAN→qual: an example Phase I: open-ended questions or interviews/focus groups to help determine the content of the survey instrument Phase II: survey instrument to collect quantitative data Phase III: select typical persons/samples for in- depth interviews
- 7. 7 Research report with mixed- methods • The styles of writing: challenging to strike a balance between the two forms of writing. • Be clear about the research design, research procedures • Structure the reporting of results in a logic and meaningful way • Can be lengthy, so good structure is important Example article Title: Motivation beliefs of secondary school teachers Design: QUAN → qual (explanatory) Study 1: quantitative: self-efficacy, academic climate, collective efficacy Study 2: in-depth semi-structured interviews 14
- 8. 8 Example article Title: Pre-service and beginning teachers’ professional identity Design: QUAL-QUAN (Triangulation) QUAL: semi-structured interviews QUAN: survey questionnaire: value, self- efficacy, commitment, emotion, micropolitics 15 Assignment • Read the example articles • Prepare for your research proposal